From Designing to Implementing a new English Teacher Training Program: the Challenges of Change

1. From Designing to Implementing a new English Teacher Training Program:the Challenges of Change Monica Frenzel Universidad Andres Bello Santiago, Chile BILGI ELT May11, 2013

2. Chile, Southamerica

3. Whyis English important in Chile? + The third highest GDP per capita in Latin America in 2012 + The 30th most competitive country in the world in 2011 - Slow to achieve internationalization partly due to linguistic barriers (i.e. English) - Ranked 39th in English competencies among 54 countries (Education First, 2012) - Only4% Chile’sworkforcespeaks English - 11% 11th graders are at A1-A2 (CEFR) (2010)

4. ChileanMinistry of EducationIniciatives • English summer/wintercamps • Training courses (English and methodology) • Semestre-abroadscholarship • Short stays in English-speakingcountries • Competitivegrants (financedby World Bank): • Designcurriculumbasedoncompetencies (2006) • Implementthe new curriculum (2008)

5. Designingthecurriculum Survey Competencies Graduateprofile Bottom-up approach Training Incorporating new topics Mergingtopics Earlyteachingobservation and practice

6. The competencies acquired by the student who has finished the program: C1.To communicate clearly and effectively both in his or her native language and the language that he or she teaches with a high level of linguistic and communicative competence. C2.To apply knowledge of the area of study, methodology and linguistics in the classroom, working in teams to identify opportunities for the development of effective pedagogical practices. C3.To plan clear and motivating lessons, formulating learning objectives, and then implementing and evaluating these. C4.To design and select didactic materials, incorporating new technologies, demonstrating creativity, understanding his or her students’ interests and cohering to the proposed objectives. C5.To possess cultural knowledge of English-speaking countries, which allows him or her to work in international contexts and to value diversity. C6.To reflect critically on his or her pedagogical practices, generating new knowledge for his or her professional development and contributing to educational innovation.

8. Challenges of designstage: Involvingallteachingstaff Change of paradigm Time requiredforcollaborativework

9. Implementingthecurriculum Still in process Transitioningstudentsfromoldto new program Monitoringstudents’ adaptationto new program Systematicmeetingswithteachers Additionalactivitiesforweakerstudents Interviews and test toassess English and vocation

10. Challenges of implementationstage Teachers’ adaptationto new approach Limited time forcollaborativework Studentslowcommunicativecompetencies Difficulty in adaptingto new program (2nd yearstudents)

11. Maindifferences Traditional Approach (old program) • Importance of transferring content and information • Teacher-centred • Heavy reliance on textbooks • Decontextualized exercises • Focus on structure and final product • Learners seen as deficient, lacking knowledge, vessels that need filling • Learners work in isolation • Uniformity of knowledge for all is the goal • Assessment is information and fact -based Sociocultural Approach (new program) • Knowledge is co-constructed • Learner-centred approach to teaching • Authentic and student-generated materials at the basis of learning • Group dynamics are critical • Experience of learners is the basis on which to build knowledge • Emphasis on creativity • Focus on the process of developing communication and building skills/COMPETENCIES • Learners seen as rich sources of experience with individual strengths and interests • Assessment is open-ended and creative

12. QualityAssuranceSystem

13. Conclusions Students are developingincreasedcompetencies and confidenceto use English Studentswhotransitionedstillpresentdifficulties Teachers are incorporatingtechnology-basedlearning Someteachers are adaptingfasterthanotherstothechange of approach

14. Whatliesahead? Constantsupervision and monitoring QAS implementationjuststarting Impacttobemeasured in thenearfuture

15. “Become a student of change. Itistheonlythingthatwillremainconstant”(Anthony D'Angelo) Thankyou